All posts by Luis Marquez

Single-Sex Schooling and Gender/Sexual Identities: How Do We Support LGBTQIA+ Students During Development?

Hello all,

For our very last blog post of the semester, I thought we would be able to take the time to do some reflection and see what that looks like in the field of Psychology. For my child development class, I have been working on a toolkit for the Virginia Center for Inclusive Communities, in partnership with the Bonner Center for Civic Engagement. This toolkit will include evidence based-recommendations for teachers to access during their teaching careers in order to achieve what this class has been working to achieve: as much inclusion and support as possible.

In the last couple of Child Development classes, we have carefully read empirical and anecdotal articles about single-sex schooling and the effects, or non-effects, it has on student performance and sense of belonging, to name a couple, as well as how single-sex schooling may not be backed by scientific evidence to conclude that single-sex structure improves student academic achievement.

Along the way, we reviewed how psychologically, mentally, and emotionally challenging it might be for students who do not conform to cisgender, heteronormative identities. The LGBTQIA+ community will tend to feel less of a sense of belonging, and the single-sex structure and heteronormativity may discount and devalue their identities, which is very detrimental to children and young adolescents’ development.

Dr. Hunt discussed how some Republican senators are pushing to pass a bill that bans LGBTQIA+ instruction in the form of literature/texts, videos/documentaries, and such. This is very disheartening for many reasons. Recently, I have thought about teaching in Nashville, where I am closer to an environment of interest and some family. I, myself, also identify as a gay cisgender male. So, to hear about what has been happening in Florida and in Tennessee with the “Don’t Say Gay” bill and the banning of LGBTQIA+-supportive instruction gives a little sense of hopelessness for those with political power and disappointment that our careers are in the hands of white men in power.

Read one or both of the articles below, and let me know what your thoughts are about everything that has been discussed and anything that you want to bring in from the class.

Thank you guys, and I hope you have a wonderful weekend!


Reflection on the Virginia Quality Criteria Review Tool for Performance Assessments Experience

During our last class, Dr. Hunt introduced the Virginia Quality Criteria Review Tool for Performance Assessments and provided us with the Farmers Market plan. In reviewing this plan, we noticed that there were significant strengths and significant weaknesses. I found that grading the content of the plan within categories on a scale from 0-3 was somewhat difficult. Were there any decisions that we  made as a class that you were not particularly in agreement with and, instead, had something else in mind?

I also believe that the time frame given for the activity was unrealistic. As you prepare to complete your own Criteria Review Tool, what are key considerations and other areas of focus that you will present when grading the plan?

Look at the sheets titled “Figure M.11 – Ideas for Performance Tasks ,” ¬†“Figure M.12 – Student Roles and Audiences,” and “Figure M.13 – Possible Products and Performances.” What elements, if any, of these resources do you hope to or plan on using in the assignment and in future teaching.

Overall, what was something that you found to be most helpful from these resources (GRAPS, RAFT, etc.)? Looking at the Principles of Scoring Student Work handout, what two or three principles do you find to be the most important to you?

How would you improve student learning and skills with primary sources?

Hello classmates!

As I reflect on activities that we have completed in class, my mind ponders on what the most effective ways of assessing the proficiency of student primary source analysis skills. As a class we chose objects of our preference and analyzed them in four parts: 1) meet the artifact; 2) observe its parts; 3) try to make sense of it; and 4) use it as historical evidence. Through this process, we made inferences by carefully examining the physical appearance of the object and hypothesizing its purpose.

We also learned how to analyze, especially compare and contrast, between different primary sources, such as an image of King George and an image of George Washington. We carefully examined what objects and symbols were included in the image and why those objects may have been included. This way, we inferred what message the illustrator was trying to deliver.

I have been thinking about how else students could show that they are proficient in their primary source analysis skills, and I thought of something I found pretty interesting and creative. Instead of having the students use primary sources to make inferences and develop and understanding by a repeated “observe and think” process, I think students can benefit from creating their own creative primary sources. By this, I mean students can tackle on writing letters or poems in the eyes of a critical historical figure or a commoner of any status. For example, after learning about Abraham Lincoln and his relevance to the history we learn today, a student could write a letter to a fictional friend and explain his thoughts/feelings on the topic at hand. Not only will students be able to identify and understand what happened, but they will also gain the opportunity to use advanced skills in understanding the emotions/intentions behind primary sources.

My question for you all is can you think of any ways of incorporating primary sources or just building on primary source analysis skills without necessarily providing an actual primary source? Be creative:)